SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT

Sherri L. Turner, Ju Ri Joeng, Marcuetta D. Sims, Shari N. Dade, Monica Froman Reid

Research output: Contribution to journalArticlepeer-review

42 Scopus citations


Using social cognitive career theory (SCCT), this study examined the role of socioeconomic status (SES) in an SCCT science, technology, engineering, and math (STEM) model, with gender controlled for across the model. Results showed that higher SES covaried with lower perceived career barriers, and with greater mother, father, and peer support. In turn, higher SES also predicted greater outcome expectations but not self-efficacy. Efficacy predicted STEM career interests, choice goals, and choice actions (defined as intentions to take advanced math and science courses). Outcome expectations predicted interests but not goals or actions. Barriers, as well as, father and peer support, predicted efficacy, while mother support predicted outcome expectations. Results are discussed in light of the STEM career development among higher and lower SES adolescents.

Original languageEnglish (US)
Pages (from-to)134-150
Number of pages17
JournalJournal of Career Assessment
Issue number1
StatePublished - Feb 1 2019

Bibliographical note

Publisher Copyright:
© The Author(s) 2017.


  • SES
  • STEM
  • career barriers
  • gender
  • parent support
  • peer support
  • social cognitive career theory


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